Social Representations of Belonging in Pre-School Children’s Peer-Cultures

The empirical illustrations presented here are drawn from an ongoing study on stability and change in what we refer to as social knowledge domains among pre-school children. The purpose of the study is to deepen the knowledge of what processes and mechanisms are involved in children’s shared constructions of social knowledge in pre-school settings over time. An integrated theoretical perspective, drawing on concepts from social

representation theory and childhood sociology, frames the study. A more detailed description of the project is given in Löfdahl (2005).